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Título Presentación Tí[email protected] presentación Subtítulo Estrategias para continuar enseñando inglés durante la pandemia Yes….we can! • Planificar la enseñanza de acuerdo al desarrollo de habilidades (1 o 2 objetivos semanales) • Integrar habilidades-listening-speaking/reading-writing • Considerar las condiciones de aprendizaje de cada grupo de estudiantes e Integrar actividades sincrónicas y asincrónicas en el aprendizaje • Utilizar las plataformas y recursos digitales disponibles para la mayoría de los estudiantes (facebook, whatsapp,instagram, discord, telegram, google classroom, padlet, wordpress,etc) Menos es más! • Usar artefactos culturales de interés para los estudiantes (canciones, comics, current affairs, graphic novels, movies, jokes,etc.) • Fomentar la interacción y participación sistemática de los estudiantes en las actividades sincrónicas y asincónicas - Evitar dar conferencias • Incluir actividades variadas,autoevaluables incluyendo juegos o actividades lúdicas Project: My superhero Planificación Implementación Creación del producto OA5-OA14 Lesson 1: Reading-presentation Lesson 3: of Calcetín Rombos man— Writing/ Draft reading comprehension grupos questions about other pequeños/asincrónica superheroes/quiziz (sincrónica/asincrónica) Describe Lesson 2: Focus on abilities. Lesson 4: Sharing Producto: poster, superheroes What can superheroes do? product—Padlet, modelo, comic using Can/can’t (i.e. action verbs) Instagram, Facebook, character can/can’t games/questions video https://www.pixton and action (sincrónica/asincrónica) impersonification .com/es/ verbs Language focus: can/can’t have, physical characteristics, descriptions Evaluación: checklist/rúbrica Calcetín con Rombos Man • He is my favourite superhero…. he is a sock! His name is Calcetín Rombos Man. He is Chilean, wears goggles and a black sock with colourful rhombuses • Superpowers ✓He can fly, but he can’t swim ✓He can speak to children ✓He’s strong, but he can´t get wet ✓He is friendly, but he doesn’t like shoes Evaluación/Assessment for Learning Checklists, rúbricas, autoevaluación, evaluación de pares Evaluación del proceso y del producto Assessment Checklist a. The poster/picture/video describes the main characteristics of the superhero b. It includes the use of three adjectives c. It includes the abilities of the superhero using can/can’t d. The picture/comic is attractive Project: informing about racism in Chile (2º medio +) Task: You are a news correspondent and will create a video (2 to 5 minutes) about racism and discrimination in Chile. This video is to make people around the world aware that racism is an international problem, and it is also a problem in Chile. The video also needs to include examples of actions against racism and discrimination. Lesson Lesson Lesson Lesson Project 1 2 3 4 Introducing the George Floyd Black Lives Racism in Students topic of racism case Matter Chile Video Challenge 1 Challenge 2 Challenge 3 Challenge 4 Have you experienced discrimination? Are some Chileans discriminated by race or ethnicity? Learning objectives OAAB: Desarrollar una conciencia cultural o comprensión intercultural demostrando respeto, interés y tolerancia por otras culturas y la propia, y valorando su aporte al conocimiento. OA1: Demostrar comprensión de ideas generales e información explícita en textos orales adaptados y auténticos simples, literarios y no literarios, en diversos formatos audiovisuales OA8: Demostrar conocimiento y uso del lenguaje en conversaciones, discusiones y exposiciones OA9: Demostrar comprensión de ideas generales e información explícita en textos adaptados y auténticos simples, en formato impreso o digital, acerca de temas variados OA14: Escribir una variedad de textos, como cuentos, correos electrónicos, artículos, folletos, rimas, descripciones, biografías, instrucciones, cartas, resúmenes, diario persona Lesson 1: Introducing the concept of racism 1. Introduce the topic of the lesson and project of the unit 2. Pre-listening: Teach key vocabulary related to racism. You can use this resource to present key vocabulary https://www.slideshare.net/DavidWills3/race-racism- https://youtu.be/oQzx7onqP_Q racial-vocabulary-for-esl and create a crossword or a similar game like this one https://www.racismnoway.com.au/teaching- resources/anti-racism-activities/puzzles-and- quizzes/junior-crossword-general-knowledge/ 3. Ask students to watch the video for the first time using script and respond the following question: Challenge 1: Read about what happened to George Floyd https://www.change.org/p/mayor-jacob- frey-justice-for-george-floyd?use_react=false. Answer Why is the girl talking? these questions and send them to your teacher. a) Because she wants people become aware that 1. How did he die? Afro-American people are treated badly 2. What is the petition for? b) Because she is sad that Afro-American people 3. Sign the petition if you agree. are being killed. 4. Watch the video again and note down the reasons she mentions Afro American people are treated badly. Lesson 2: George Floyd case 1. Watch the video Three Brothers https://twitter.com/i/status/1267269978320826368 a. What happened to these men? b. What do they have in common? Challenge 2: Sign the petition https://www.change.org/p/mayor- jacob-frey-justice-for-george-floyd?use_react=false. and write a comment saying why you are signing. For example: I’m signing this petition because I want justice for George Floyd’s murder. Lesson 3: Black Lives Matter Pre-reading: Are Afro-American people treated in the same way as white? Look at the sentences and identify different ways of making comparisons. Read the text 1. Black people are charged $700 more than https://en.as.com/en/2020/06/02/other_sports/159112502 white people when buying cars. 8_978852.html 2. Black people are twice as likely to be pulled And in groups discuss: over by the police. 3. Black clients are shown 17.7% fewer houses 1. When did The blacks live matter than white people. movement start? 4. Black people are 4 times more likely to be 2. Why do they continue fighting as a movement? arrested for using marijuana. 5. Black people are incarcerated 6 times the Questions: quizlet, kahoot, google form… rate of white people. 6. Doctors did not inform black patients as often as white ones about an important heart procedure. 8. White legislators did not respond as frequently to constituents with black sounding names. Lesson 3: The effect of racism on children 1. Pre-watching Ask students if children have racist thoughts, stereotypes. If so how? why? 2. Watch the video. What´s the main theme of the video? (lesson, video) 3. Post-watching: Then discuss the following questions: (small group discussion) (chat, whasupp) - Why do these children think that way? - What’s a prejudice? - What’s a stereotype? - How can one change their minds? https://youtu.be/QRZPw-9sJtQ Challenge 3: a) Based on the video, in groups, create a Kahoot game with five questions similar to the video. Post your game on the Padlet for your classmates to play. b) Interview one member of your family, and ask similar questions to the video. Lesson 4: Racism in Chile Research about racism in Chile Before you read: Have you witnessed any form of racism in your community? While-reading: First, students read individually the texts “Indigenous People and the History of Racism” and “Chile, a racist country” https://palabrapublica.uchile.cl/2018/07/30/indigenous-peoples-and-the-history-of- racism-in-chile/ https://palabrapublica.uchile.cl/2018/07/30/chile-a-racist-country/ -Discuss what you understood from the text.Main idea, facts. -As a group, answer the questions in this padlet wall. https://padlet.com/xibaceta/9d2yennoxi7v5r6y Challenge 4: As a group, Write a petition advocating justice for a specific case in Chile You need to advocate for specific actions. Follow the example of George Floyd’s case https://www.change.org/start-a-petition?source_location=petition_show Lesson 5 and 6 Draft the script of the video Record the video Edit the video Tools to create : filmora, loom, screenocast, powtoones Instructions for YOUR video The video needs to include: You are a news correspondent and will create a video (2 to 5 ● An attention getter (phrase, quote, minutes) about racism and rhetorical question, etc.) Did you discrimination in Chile. This video know that ….? is to make people around the ● Presentation of the topic ● Specific examples of racism in Chile world aware that there is in relation to the chosen topic discrimination and racism against ● Examples of actions against racism XXXXX in Chile. and discrimination. ● Make sure you use at least 5 expressions (related to racism and El video se debe incluir en comparisons) learnt in this unit. la padlet con fecha ● Include (3) comparisons of racism in https://padlet.com/xibacet Chile with other countries. a/9d2yennoxi7v5r6y Assessment Rubric Task Achievement Use of English Pair/Group work Delivery Challenges 3 Video lasts 2 to 5 minutes and A wide variety of both Group work is clearly Holds attention of All challenges tackles the topics of racism and appropriate vocabulary visible in the video as the audience with (4) were discrimination in Chile. This video (5+ words) and every student the use of eye successfully structures are (3+) used participates equally contact, without completed and achieves the purpose of raising confidently (appears in the video looking at notes. handed on time. awareness about the mentioned -------- physically or the voice is Appropriate volume. topics in Chile. Clear explanations Vocabulary: racism and in the audio) and examples are provided. discrimination Grammar: Comparatives, and expressions for comparisons 2 Video lasts the 2 to 5 min or more. A variety of appropriate Group work is Most of the time Some The topics are clearly developed structures used(4 or sometimes evident. No displays eye challenges were and the aim is partially achieved. less), with some equal participation is contact, but reads successfully Some explanations and examples inappropriate use (2 or visible. Some students sometimes from completed (2-3) are clearly provided.
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